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TVET, 21st Century skills and relevance for Learning Cities
Dr. Leone Wheeler, EdDUNESCO-UNEVOC Qatar Centre Research Fellow
College of North Atlantic - Qatar
Outline of Presentation:
1. UNESCO’s Learning City Framework - UNESCO UIL2. Learning in and for the Workplace, with particular reference to TVET and 21st
Century Skills3. Reflections on Relevance for Learning Cities
A learning city promotes lifelong learning for all
• effectively mobilizes its resources in every sector to promote inclusive learning from basic to higher education;
• revitalizes learning in families and communities;
• facilitates learning for and in the workplace; • extends the use of modern learning technologies; • enhances quality and excellence in learning; and• fosters a culture of learning throughout life.
UNESCO defines a learning city as a city that
In doing so, it will enhance individual empowerment and social cohesion, economic and cultural prosperity, sustainable development.
The Key Features of Learning Cities
4http://www.uil.unesco.org/lifelong-learning/learning-cities
Decent work and entrepreneurship; within a healthy, green, inclusive and equitable learning city is now a central focus for action.
Source: UNESCO UIL, 2017
Learning Terms from UNESCO UIL 2015, 2017, Unlocking Potential of Urban Communities Vol I & II
Range of Activities and Places done in PartnershipActivities:• Literacy and numeracy courses• Learning exchange sharing skills and knowledge• Online learning (MOOCs)/Social Media• TVET training aligning with industry in local area• Youth guarantee• Enterprise Education• Free Technical Assistance to Farmers, Fisherman• Targeted skills training – women, young people, migrants• Technology Training to Small Business• Career Planning• Learning festivals• Professional development within companies• Pathways to learning and employment• International dialogues (PASCAL’s EcCoWell)
Places• Parks• Learning Organisations• Museums• Libraries• Homes• Technology Park• Enterprise Learning Region• Learning Lighthouses• Learning Hubs• Community Centres• Vocational Colleges• Higher Education/ Universities• Training centres within business
Source: UNESCO UIL 2015, 2017, Unlocking Potential of Urban Communities Vol I & II
Technical and Vocational Education and Training (TVET) – (Applied Learning)
• TVET at all levels has a critical role to play in sustainable development and greening of economies (Maclean et al, 2018, Pavlova, 2018)
• TVET as a way of providing learning cities with a model to “facilitate effective learning for an in the workplace” is under-researched (Pavlova, 2018)
Qatar National Research Fund ProjectImproving and Enriching the Human Capital of Qatar through the Identification and Development of 21st Century Skills for Sustainability and Employability (2018-2021)
21st Century Skills
Numerous frameworks, for exampleWays of Thinking 1. Creativity and innovation2. Critical thinking, problem solving, decision making 3. Learning to learn, metacognition Ways of Working 4. Communication5. Collaboration (teamwork)
Tools for Working 6. Information literacy (includes research on sources, evidence, biases, etc.)7. ICT literacy Living in the World 8. Citizenship – local and global 9. Life and career10. Personal and social responsibility – including cultural awareness and competence
Griffin, P. et al. (eds.) (2012) Assessment and Teaching of 21st Century Skills,
21st Century Skills
Critical thinking
Motivation
Creativity
Problem Solving
Self-efficacy
Conscientiousness
Grit/perseverance
Lamb, Doecke and Maire (2018)
Metacognition
Proposed Qatar Framework Higher Order Thinking1. Learning to learn. 2. Creativity and innovation 3. Critical thinking, problem solving, decision
making
Technological Generic Skills 9. Digital literacy10. Mathematical and spatial reasoning 11. Use of monitoring equipment and
interpretation of data.12. Adapt to new technologies
Personal and Social Skills4. Personal presentation and self-awareness5. Conscientiousness and perseverance6. Communication7. Collaboration (teamwork)8. Leadership
Skills for Sustainability13. Citizenship – local and global14. Cultural awareness and competence15. Perspective taking and fair-mindedness16. Environmental awareness
Source: Fien & Guevara, 2018
Relevance for Learning Cities:Preparing for Drivers of Change, for example:
The FourthIndustrial Revolution
Increased requirement for minimum Science, Technology, Engineering and Mathematics (STEM)… and what our research project has labelled 21st Century Skills
Addressing big issues locally ……• 617 million children and adolescents worldwide are not
achieving minimum proficiency levels (MPL) in reading and mathematics (UNESCO UIS, 2017)
• 64 million unemployed youth worldwide (ILO, 2018)• 145 million young workers living in poverty (ILO, 2018)……
“Lifelong learning is about work and life, success in work that benefits the community, and the future of our young people who will enter the labour market;” Delors, 2013
Challenge:
To find ways that TVET research into skills development (including 21st Century Skills) can contribute to a model for learning cities to facilitate effective learning for and in the workplace.
Acknowledgement
This paper refers to the Qatar National Research Fund (QNRF) Project: Improving and Enriching the Human Capital of Qatar through the Identification and Development of 21st Century Skills for Sustainability and Employability (2018-2021) (NPRP ID. 10-1212-160022). The team members would like to thank QNRF for their generous support of this research through the National Priority Research Project. Any opinions, findings, conclusions and recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the Qatar National Research Fund. QNRF has not approved or endorsed its content.
Partners• Partners in the QNRF project are the College of North Atlantic – Qatar (CNA-Q),
RMIT University, Qatar University, the University of Oxford, the Education University of Hong Kong, and Qatar Green Building Council. The Lead Principal Investigator is Dr. Rupert Maclean. The Principal Investigators are: Professor John Fien and Associate Professor Jose Roberto Guevara (RMIT), Dr Leone Wheeler, (Project Manager) and Dr. Ziad Said (CNA-Q); Dr. Darwish Abdulrahman H Al-Emadi (QU); Associate Professor Margarita Pavlova (EUHK); Dr. David Johnson (Oxford); and, Dr. Alex Amato and Dr. Cynthia Skelhorn (QGBC).
• CNAQ also partners with Al Wakra Municipality, National Commission for Education, Culture and Science (Ministry of Higher Education); UNESCO Office in Doha on its Learning City project.
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